Page 112 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 112
In the paper, we present the Circular Emotional Reaction (CER)
method for children and adolescents (Rutar Leban, 2011) as a meth-
od for guiding students through their experience of an (unpleas-
ant) emotion. It is based on the theory of circular emotional reaction
(Milivojević, 2008). The method consists of five steps: (1) helping the
child to calm down; (2) asking what happened; (3) summarising and
naming the emotion the child is experiencing; (4) helping the child
to evaluate the situation; and (5) helping the child to think about
the strategy for his/her action. The method can be used with chil-
dren aged from 2 years up. At approximately the age of 15, the aver-
age teenager can understand the CER model and is able to relate it to
his/her emotional experiences and thus it can be explained to them
in a lecture or workshop (Rutar Leban, 2011). The method helps chil-
dren and teenagers develop emotional awareness and regulation. It
supports students in their understanding of perceiving, using, un-
derstanding and regulating their emotions, including (unpleasant)
emotions related to school, which in consequence can lead to ESL.
Key words: emotional intelligence, emotional development, early
school leaving, CER model, CER method for children and adoles-
cents, emotional competencies, students
Introduction
Teaching and learning in schools have strong social, emotional and academ-
ic components (Zins, Weissberg, Wang, & Walberg, 2004). Students usually
learn in collaboration with their teachers, in the company of their school-
mates, and with the encouragement and support of their family environ-
ment. Emotions can facilitate or block a student’s academic engagement,
their attitude to school work, commitment, and ultimate academic success
(Qualter, Gardner, Pope, Hutchinson, & Whiteley, 2012). Relationships and
emotional processes strongly affect how and what we learn. Schools should
therefore effectively address these aspects of the educational process for the
benefit of all students (Elias, 1997). Emotional skills support both the cogni-
tive and social development of young children (Denham, 2007). Emotional
knowledge predicts academic competence and task orientation in middle
childhood, even when controlling for verbal ability (Izard, 2002; Izard et
al., 2001). Further, poor emotional competence amongst adolescents re-
sults in school difficulties associated with academic underachievement,
such as school drop-out and persistent antisocial behaviour (Gagnon et al.,
112
method for children and adolescents (Rutar Leban, 2011) as a meth-
od for guiding students through their experience of an (unpleas-
ant) emotion. It is based on the theory of circular emotional reaction
(Milivojević, 2008). The method consists of five steps: (1) helping the
child to calm down; (2) asking what happened; (3) summarising and
naming the emotion the child is experiencing; (4) helping the child
to evaluate the situation; and (5) helping the child to think about
the strategy for his/her action. The method can be used with chil-
dren aged from 2 years up. At approximately the age of 15, the aver-
age teenager can understand the CER model and is able to relate it to
his/her emotional experiences and thus it can be explained to them
in a lecture or workshop (Rutar Leban, 2011). The method helps chil-
dren and teenagers develop emotional awareness and regulation. It
supports students in their understanding of perceiving, using, un-
derstanding and regulating their emotions, including (unpleasant)
emotions related to school, which in consequence can lead to ESL.
Key words: emotional intelligence, emotional development, early
school leaving, CER model, CER method for children and adoles-
cents, emotional competencies, students
Introduction
Teaching and learning in schools have strong social, emotional and academ-
ic components (Zins, Weissberg, Wang, & Walberg, 2004). Students usually
learn in collaboration with their teachers, in the company of their school-
mates, and with the encouragement and support of their family environ-
ment. Emotions can facilitate or block a student’s academic engagement,
their attitude to school work, commitment, and ultimate academic success
(Qualter, Gardner, Pope, Hutchinson, & Whiteley, 2012). Relationships and
emotional processes strongly affect how and what we learn. Schools should
therefore effectively address these aspects of the educational process for the
benefit of all students (Elias, 1997). Emotional skills support both the cogni-
tive and social development of young children (Denham, 2007). Emotional
knowledge predicts academic competence and task orientation in middle
childhood, even when controlling for verbal ability (Izard, 2002; Izard et
al., 2001). Further, poor emotional competence amongst adolescents re-
sults in school difficulties associated with academic underachievement,
such as school drop-out and persistent antisocial behaviour (Gagnon et al.,
112
